Abstract

This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations.

The paper draws on data from in-depth focus group interviews with members of parents associations in socially, culturally, and historically different schools. Findings demonstrate that parent approaches to specialised education and their modes of involvement vary according to social class, resources, and school culture. There are class-based differences in parent strategies and the way their collective symbolic capital is used in policy negotiation. However, relationships between a parents association and the school administration are generally regulated by the social and cultural history of a particular school.

摘要

这项研究考察了家长在城市公立学校的参与情况，重点关注以学校为中心的有组织网络中的家长如何支持，驾驭和协商来自不同社会地位的人。专门音乐课程的多案例研究提供了有关父母策略和行为的见解，这些策略和行为介于学校社会化和父母协会主要开展的课外活动之间的中间实践中。

本文借鉴了来自社会，文化和历史不同学校的家长协会成员进行的深入焦点小组访谈的数据。研究结果表明，父母接受特殊教育的方式及其参与方式会根据社会阶层，资源和学校文化的不同而有所差异。父级策略及其在政策谈判中使用其集体象征性资本的方式存在基于类的差异。但是，家长协会和学校行政部门之间的关系通常受特定学校的社会和文化历史制约。